Prompt – The discourses you take up in your Environmental Educator philosophical practice (planning for inquiry), to socially-construct your eco-identities in particular ways.
As a education student I have been told repeatedly that students listen to just as much as you don’t say if not more than what you do say. I have also been told by my own teachers that actions speak louder than words. As a teacher this could be as simple as being excited for your class! Nobody wants to go to a class where the teacher doesn’t even want to be there. But if the teacher is excited for class, students feel that excitement themselves. Being aware of my own actions as a teacher is a big deal especially if students are younger. They are always watching and want to be like any adult that they see.
The article talks about language, which I believe is very important when it comes to planning for inquiry. You want to give students freedom but still lead them to reach the given outcomes. At the same time you want your students to bring out their own creativity and ask questions that they wonder about to help reach the required outcomes. All of this needs to be done with a question, so language is very important.
As Barrett states “The process of talking up new discourses, however, is complex…” this means that you can be doing everything right as a teacher and still not be getting through to your students. It takes time and effort by everyone involved. It’s hard to change a system that hasn’t changed in the last 100 years but no time like the present!